Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física
Ano de defesa: | 2017 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Especial - PPGEEs
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/9847 |
Resumo: | With the implementation of public policies related to school inclusion, particularly those targeted at the public of special education (PSE), number of students with special educational needs (SEN) enrolled in common classes’ increases. Physical Education, as a compulsory curricular component in Basic Education since the implementation of the National Education Guidelines Law (NEGL) in 1996, cannot fail to meet this student, especially those in a situation of inclusion in the regular classes, being one of the promoters within the daily school life with regard to conviviality and learning in diversity. From this perspective, several studies suggest the professional unpreparedness of teachers in relation to educational inclusion, either because they do not know how to deal with the deficiencies, or even because they are afraid to deal with the specificities of the students. Such professional unpreparedness is due to initial training or lack of continuing training, according to some recent research. Through this panorama, this research was based on collaborative teaching, which achieved promising results in promoting the inclusion of students with disabilities. Thus, the general objective of this research was to implement and evaluate a training program by means of collaboration for physical education teachers of regular schools in a medium-sized municipality in the interior of the state of Bahia. It was of the qualitative type that allows the deepening of a certain situation and direct contact of the researcher with the situation being investigated. After approval by the ethics committee, a survey was made of the existing schools in the municipality and according to the criteria established for inclusion in the survey, 14 schools were left 2 (one public and one private) that were selected. In these schools, 3 teachers with 5 PSE students were also selected. To carry out the training program, the research consisted of 3 stages. After the instruments were applied (interviews and questionnaire), six categories of analysis were obtained. Each category was analyzed qualitatively. As results achieved, the program was evaluated positively by teachers, understanding the importance of collaboration in their classes; and they have been able to understand that methodological modifications and adjustments are necessary for the effectiveness of school inclusion and that continuing education is necessary for pedagogical practices to be revised and modified towards the participation of all students. Collaborative work can achieve more positive results than if done individually, as long as there is involvement of all who directly benefit from this proposal, students and teachers. From the results achieved, it was possible to conclude that the participating teachers perceived the collaboration as positive, contributing significantly to overcome the challenges inherent in the practice of Physical Education, learning and participation of children with disabilities. |
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Oliveira, Ana Carolina Santana deCosta, Maria da Piedade Resende dahttp://lattes.cnpq.br/2791098416503955http://lattes.cnpq.br/138805288667760115655f06-18f3-44e1-b2ef-48a92e1dd3712018-05-02T18:05:37Z2018-05-02T18:05:37Z2017-04-13OLIVEIRA, Ana Carolina Santana de. Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física. 2017. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9847.https://repositorio.ufscar.br/handle/ufscar/9847With the implementation of public policies related to school inclusion, particularly those targeted at the public of special education (PSE), number of students with special educational needs (SEN) enrolled in common classes’ increases. Physical Education, as a compulsory curricular component in Basic Education since the implementation of the National Education Guidelines Law (NEGL) in 1996, cannot fail to meet this student, especially those in a situation of inclusion in the regular classes, being one of the promoters within the daily school life with regard to conviviality and learning in diversity. From this perspective, several studies suggest the professional unpreparedness of teachers in relation to educational inclusion, either because they do not know how to deal with the deficiencies, or even because they are afraid to deal with the specificities of the students. Such professional unpreparedness is due to initial training or lack of continuing training, according to some recent research. Through this panorama, this research was based on collaborative teaching, which achieved promising results in promoting the inclusion of students with disabilities. Thus, the general objective of this research was to implement and evaluate a training program by means of collaboration for physical education teachers of regular schools in a medium-sized municipality in the interior of the state of Bahia. It was of the qualitative type that allows the deepening of a certain situation and direct contact of the researcher with the situation being investigated. After approval by the ethics committee, a survey was made of the existing schools in the municipality and according to the criteria established for inclusion in the survey, 14 schools were left 2 (one public and one private) that were selected. In these schools, 3 teachers with 5 PSE students were also selected. To carry out the training program, the research consisted of 3 stages. After the instruments were applied (interviews and questionnaire), six categories of analysis were obtained. Each category was analyzed qualitatively. As results achieved, the program was evaluated positively by teachers, understanding the importance of collaboration in their classes; and they have been able to understand that methodological modifications and adjustments are necessary for the effectiveness of school inclusion and that continuing education is necessary for pedagogical practices to be revised and modified towards the participation of all students. Collaborative work can achieve more positive results than if done individually, as long as there is involvement of all who directly benefit from this proposal, students and teachers. From the results achieved, it was possible to conclude that the participating teachers perceived the collaboration as positive, contributing significantly to overcome the challenges inherent in the practice of Physical Education, learning and participation of children with disabilities.Com a implantação das políticas públicas relacionadas à inclusão escolar, particularmente aquelas destinadas aos educandos público-alvo da educação especial (PAEE), aumenta o número de alunos com Necessidades Educacionais Especiais (NEE) matriculados em classes comuns. A Educação Física, como componente curricular obrigatória na Educação Básica desde a implantação da Lei de Diretrizes da Educação Nacional (LDBEN) em 1996, não pode deixar de atender esse alunado, principalmente aqueles em situação de inclusão em classes regulares, podendo ser uma das promotoras dentro do cotidiano escolar no que diz respeito à con¬vivência e aprendizagem na diversidade. Sob esta ótica, diversos estudos sugerem o despreparo profissional dos professores frente à inclusão educacional, seja pelo desconhecimento de como lidar com as deficiências, até mesmo pelo medo em lidar com as especificidades dos alunos. Tal despreparo profissional deve-se ao advindo da formação inicial ou da falta de formação continuada, segundo algumas pesquisas mais recentes. Mediante este panorama, a realização desta pesquisa foi pautada no ensino colaborativo, o qual atingiu resultados promissores na promoção da inclusão dos alunos com deficiências. Dessa forma, o objetivo geral dessa pesquisa foi implementar e avaliar um programa de formação pela via da colaboração para os professores de Educação Física de escolas regulares de um município de médio porte do interior do estado da Bahia. Foi do tipo qualitativo que permite o aprofundamento de uma determinada situação e contato direto do pesquisador com a situação que está sendo investigada. Após a aprovação pelo comitê de ética, foi realizado o levantamento das escolas existentes no município e conforme os critérios estabelecidos para a inclusão na pesquisa, de 14 escolas restaram 2 (uma pública e uma particular) que foram selecionadas. Nestas escolas, foram também selecionados 3 professores com 5 alunos PAEE. Para a realização do programa de formação, a pesquisa constou de 3 etapas. Após a aplicação dos instrumentos (entrevistas e questionário) foram obtidas seis categorias de análise. Cada categoria foi analisada qualitativamente. Como resultados alcançados, o programa foi avaliado positivamente pelos professores, compreendendo a importância da colaboração em suas aulas; sendo que estes conseguiram compreender que as modificações e ajustes metodológicos são necessários para a efetivação da inclusão escolar e que a formação continuada é necessária para que as práticas pedagógicas sejam revistas e modificadas em direção à participação de todos os alunos. O trabalho com base na colaboração pode alcançar resultados mais positivos do que se realizado individualmente, desde que haja envolvimento de todos que diretamente se beneficiam dessa proposta, alunos e professores. A partir dos resultados alcançados, foi possível concluir que os professores participantes perceberam a colaboração como algo positivo que contribui significativamente para a superação dos desafios inerentes à prática da Educação Física Escolar, aprendizagem e participação da criança com deficiência.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especial.InclusãoEducação física escolarEnsino colaborativoSpecial educationInclusionScholar physical educationCollaborative teachingCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMFormação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação físicaContinuing education in the collaborative perspective: subsidies for inclusion in Physical Education classesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline600600de5c4585-58bb-4d82-875b-a8dae1af2e8cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTESE ACSO.pdfTESE ACSO.pdfTese completaapplication/pdf1510763https://repositorio.ufscar.br/bitstream/ufscar/9847/3/TESE%20ACSO.pdfe705b588a4b4c57a4db9750df8a8a336MD53Carta de Autorização de Depósito Orientadora.pdfCarta de Autorização de Depósito Orientadora.pdfapplication/pdf455909https://repositorio.ufscar.br/bitstream/ufscar/9847/4/Carta%20de%20Autoriza%c3%a7%c3%a3o%20de%20Dep%c3%b3sito%20Orientadora.pdf23a1d3e58a1d02baa777e0f32b738bebMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
dc.title.alternative.eng.fl_str_mv |
Continuing education in the collaborative perspective: subsidies for inclusion in Physical Education classes |
title |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
spellingShingle |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física Oliveira, Ana Carolina Santana de Educação especial. Inclusão Educação física escolar Ensino colaborativo Special education Inclusion Scholar physical education Collaborative teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
title_full |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
title_fullStr |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
title_full_unstemmed |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
title_sort |
Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física |
author |
Oliveira, Ana Carolina Santana de |
author_facet |
Oliveira, Ana Carolina Santana de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1388052886677601 |
dc.contributor.author.fl_str_mv |
Oliveira, Ana Carolina Santana de |
dc.contributor.advisor1.fl_str_mv |
Costa, Maria da Piedade Resende da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2791098416503955 |
dc.contributor.authorID.fl_str_mv |
15655f06-18f3-44e1-b2ef-48a92e1dd371 |
contributor_str_mv |
Costa, Maria da Piedade Resende da |
dc.subject.por.fl_str_mv |
Educação especial. Inclusão Educação física escolar Ensino colaborativo |
topic |
Educação especial. Inclusão Educação física escolar Ensino colaborativo Special education Inclusion Scholar physical education Collaborative teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Special education Inclusion Scholar physical education Collaborative teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
With the implementation of public policies related to school inclusion, particularly those targeted at the public of special education (PSE), number of students with special educational needs (SEN) enrolled in common classes’ increases. Physical Education, as a compulsory curricular component in Basic Education since the implementation of the National Education Guidelines Law (NEGL) in 1996, cannot fail to meet this student, especially those in a situation of inclusion in the regular classes, being one of the promoters within the daily school life with regard to conviviality and learning in diversity. From this perspective, several studies suggest the professional unpreparedness of teachers in relation to educational inclusion, either because they do not know how to deal with the deficiencies, or even because they are afraid to deal with the specificities of the students. Such professional unpreparedness is due to initial training or lack of continuing training, according to some recent research. Through this panorama, this research was based on collaborative teaching, which achieved promising results in promoting the inclusion of students with disabilities. Thus, the general objective of this research was to implement and evaluate a training program by means of collaboration for physical education teachers of regular schools in a medium-sized municipality in the interior of the state of Bahia. It was of the qualitative type that allows the deepening of a certain situation and direct contact of the researcher with the situation being investigated. After approval by the ethics committee, a survey was made of the existing schools in the municipality and according to the criteria established for inclusion in the survey, 14 schools were left 2 (one public and one private) that were selected. In these schools, 3 teachers with 5 PSE students were also selected. To carry out the training program, the research consisted of 3 stages. After the instruments were applied (interviews and questionnaire), six categories of analysis were obtained. Each category was analyzed qualitatively. As results achieved, the program was evaluated positively by teachers, understanding the importance of collaboration in their classes; and they have been able to understand that methodological modifications and adjustments are necessary for the effectiveness of school inclusion and that continuing education is necessary for pedagogical practices to be revised and modified towards the participation of all students. Collaborative work can achieve more positive results than if done individually, as long as there is involvement of all who directly benefit from this proposal, students and teachers. From the results achieved, it was possible to conclude that the participating teachers perceived the collaboration as positive, contributing significantly to overcome the challenges inherent in the practice of Physical Education, learning and participation of children with disabilities. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-04-13 |
dc.date.accessioned.fl_str_mv |
2018-05-02T18:05:37Z |
dc.date.available.fl_str_mv |
2018-05-02T18:05:37Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Ana Carolina Santana de. Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física. 2017. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9847. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9847 |
identifier_str_mv |
OLIVEIRA, Ana Carolina Santana de. Formação continuada na perspectiva colaborativa: subsídios para inclusão nas aulas de educação física. 2017. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9847. |
url |
https://repositorio.ufscar.br/handle/ufscar/9847 |
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por |
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600 600 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Especial - PPGEEs |
dc.publisher.initials.fl_str_mv |
UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Repositório Institucional da UFSCAR |
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